5.3. Social environment intervention
Intervention approached from the level of the social environment presents another important
avenue to promote resilience in young people. In the literature two such environments are
identified: the school environment and broader social environment. Adolescents (especially in the
developed world) spend up to a third of their waking hours in school (Rutter et al. (1979)). This
makes school an important setting or system to promote resilience in young people, not just at the
level of individual resource development, or providing an environment in which to practise these
skills, but in terms of a safe environment that can actively buffer against adversity (Glover, Burns,
Butler, & Patton, 1998; Patton et al., 2000). School experiences that involve supportive peers,positive teacher influences, and opportunities for success (academic or not) appear to be positively
related to adolescent resilience (see Table 1).